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Article
Balancing Fidelity with Flexibility and Fit: What Do We Really Know about Fidelity of Implementation in Schools?
Available from: SAGE Journals
Publication: Exceptional Children, vol. 79, no. 2
Date: 2013
Pages: 181-193
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Abstract/Notes: Treatment fidelity, or the application of an intervention as it is designed, is a critical issue for the successful implementation of evidence-based practices. Typically it is assumed that evidence-based practices implemented with high fidelity will result in improved outcomes, whereas low fidelity will lead to poorer outcomes. These assumptions presume agreement across researchers and practitioners on what fidelity is, how to measure it, and what level of fidelity optimizes outcomes; however, there is no widespread agreement on any of these issues. This article discusses the dimensions and nuances of treatment fidelity as well as the implications for measuring and analyzing it in relation to student outcomes. The authors review research demonstrating the differential relationship of fidelity across schools, program type, and impact on student outcomes that special educators should consider when designing intervention studies and implementing evidence-based practices. Special educators should prioritize practices and programs with clearly identified components that are empirically validated yet designed flexibly to match various contexts and student populations. Suggestions to support schools in implementing and sustaining evidence-based practices are provided.
Language: English
DOI: 10.1177/001440291307900204
ISSN: 0014-4029, 2163-5560
Article
News of Montessorians: Chandra Fernando Feted in Baltimore; Prince William to Attend Pooh Corner Montessori School, London
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 11, no. 2
Date: Spring 1984
Pages: 32
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Language: English
ISSN: 0010-700X
Article
A Library for Global Awareness
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 15, no. 1
Date: Winter 1988
Pages: 31
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Language: English
ISSN: 0010-700X
Article
Global Celebration of Montessori: How to Do an Earth Day
Available from: University of Connecticut Libraries - American Montessori Society Records
Publication: The Constructive Triangle (1974-1989), vol. 16, no. 2
Date: Spring 1989
Pages: 22, 25–26
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Language: English
ISSN: 0010-700X
Article
A Global Approach to Curriculum Studies
Available from: Internet Archive
Publication: New Era, vol. 57, no. 6
Date: Nov-Dec 1976
Pages: 177-178
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Language: English
ISSN: 0028-5048
Article
An Experiment in Spreading Education Among Adivasi (Tribal) Children
Available from: Internet Archive
Publication: New Era in Home and School, vol. 55, no. 8
Date: Nov 1974
Pages: 238-242
Asia, India, Indigenous communities, Indigenous peoples, South Asia
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Language: English
ISSN: 0028-5048
Article
A Critical Social Psychological Contribution to (Global) Citizenship Education: Seeing Oneself Through the Eyes of the 'Other'
Available from: Discourse Unit
Publication: Annual Review of Critical Psychology, vol. 16
Date: 2019
Pages: 1330-1358
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Abstract/Notes: Taylor (2004) argues that the Western moral order is characterised by three key forms — the market economy, public sphere, and self-governance. These forms entail contradictory tendencies for the concept of selfhood and our relations with each other. We do endorse an autonomous and free self, who should pursue her goals, but is also expected to act ethically towards others through mutuality, equality, and collectivity. However, we are concerned with being authentic, i.e. being true to ‘ourselves’, as well as with recognising the needs and differences of the ‘other’. This moral order is based on notions of political equality, democracy, freedom, human rights, and privatised economic prosperity. Moving ‘with Holzkamp beyond Holzkamp’ (Teo, 2016), in this paper, we present a method to foster the skill to step out from one’s moral matrix, the invisible normalised moral order, and view oneself through the eyes of the ‘other’. Focusing on food practices, we developed a method for social self-clarification (Holzkamp, 1995). The skill to see oneself through the eyes of the ‘other’ is necessary in realising one’s entanglement in a global institutional order that foreseeably and avoidably produces severe inequalities.
Language: English
ISSN: 1464-0538, 1746-739X
Article
A Delicate Balance: The Praxis of Empowerment at a Midwestern Montessori School
Available from: Taylor and Francis Online
Publication: Communication Education, vol. 51, no. 2
Date: 2002
Pages: 183-201
Americas, North America, United States of America
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Abstract/Notes: This study examines empowerment as a communicative process among teachers and students at a Midwestern Montessori school. The Montessori method, developed by Maria Montessori in the early twentieth century, is attentive to the tension individuals experience as they attempt to balance their individual freedom with the good of their community. This educational philosophy suggests that empowerment occurs on a systems level as teachers and students learn to manage this tension. Through longitudinal research, I explored the praxis of empowerment in the organizational context of three Montessori classrooms. My analysis of field notes and transcribed interviews yielded three specific areas in which I observed the praxis of empowerment: the nature of the environment, the management of discipline, and the social construction of learning.
Language: English
ISSN: 0363-4523
Article
Private Speech in Two Preschools: Significance of Open-Ended Activities and Make-Believe Play for Verbal Self-Regulation
Available from: ScienceDirect
Publication: Early Childhood Research Quarterly, vol. 13, no. 4
Date: 1998
Pages: 637–658
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Abstract/Notes: Contextual influences on private speech were examined in two preschools differing in the learning environments they provide for children. Observations of 3- to 5-year-olds were made during free-choice periods in a Montessori and a traditional (play-oriented) program. Consistent with Vygotsky's theory that make-believe play serves as a vital context for the development of self-regulation, the incidence of private speech was much higher during open-ended activities, especially fantasy play, that require children to determine the goal of the task, than during closed-ended tasks with predetermined goals. In line with previous research, the more direct involvement, or external regulation, teachers displayed, the lower the rate of children's private speech. In addition, transitions (as opposed to involvement in activities) were linked to reduced private speech, whereas engagement with peers, in the form of associative play, predicted greater self-directed language. Diminished make-believe play, greater teacher direct involvement, and heightened time spent in transitions largely accounted for the lower incidence of private speech in the Montessori compared with the traditional preschool. Contextual factors also contributed to a drop in private speech at age 5. Implications for fostering children's verbal self-regulation during early childhood are considered.
Language: English
DOI: 10.1016/S0885-2006(99)80065-9
ISSN: 0885-2006, 1873-7706
Article
Bringing Balance to Our Lives
Available from: ProQuest
Publication: Montessori Life, vol. 24, no. 2
Date: Summer 2012
Pages: 4-5
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Language: English
ISSN: 1054-0040